Identifying Teachers’ Strengths to Face COVID-19: Narratives from across the Globe

Paola Aiello (Corresponding author), Erika Maria Pace, Umesh Sharma, Rashmi Rangarajan, Laura Sokal, Fiona May, Francisca Gonzalez Gil, Tim Loreman, Saiful Malak, Elena Martín, Anne-Marie McIlroy, Susanne Schwab

Publications: Contribution to journalArticlePeer Reviewed

Abstract

An appreciative inquiry approach oriented eight semi-structured interviews conducted with teachers from Australia, New Zealand, Austria, Italy, Spain, Canada, Bangladesh and India to identify their intrinsic and extrinsic strengths and understand how they were able to translate them into practice during the first COVID-19 lockdown in 2020. Commitment and determination, collegial support and solidarity were some of the common driving forces identified, despite the differences in teachers’ backgrounds, education systems, policies and cultures. Our research sheds light on opportunity solving in times of crisis as well as on the way education systems worldwide can renew themselves to ensure innovative and inclusive quality education.

Original languageEnglish
Pages (from-to)357-374
Number of pages18
JournalCambridge Journal of Education
Volume53
Issue number3
DOIs
Publication statusPublished - 2023

Austrian Fields of Science 2012

  • 503034 Inclusive education

Keywords

  • appreciative inquiry
  • COVID-19
  • Inclusion
  • remote teaching
  • teacher commitment
  • teacher strengths

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